Researchers found dual language programs allow students to acquire a second language while building positive cross-cultural beliefs. However, there are inconsistencies between what research shows and teachers' perceptions of success. The problem was a gap in academic achievement between both English Language Learners (ELL) and non-ELL students enrolled in dual language programs in elementary schools. The purpose of this qualitative case study was to explore the perspectives of elementary school teachers regarding the effect dual language has on the academic success of ELL dual language students and their feelings about the measurements used to exit ELLs from the dual language program in Florida. Research questions were designed to explore how dual language elementary teachers measure the academic success of ELLs and the reasons they request to exit ELLs from the program. Cummins's linguistic interdependence hypothesis theory and language transfer framed this research study. This case study consisted of a target population of 15 homeroom elementary Spanish and English dual language teachers. Data collection consisted of interview protocols with a follow-up questionnaire. Thematic analysis and coding were utilized to identify themes that dual language teachers expressed. The findings from this study showed teachers agree dual language students should be proficient in their native language to obtain language transfer. Teachers expressed a need for parental support and student motivation for success in the program. Recommendations to expand dual language programming would benefit students to gain college and career readiness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]